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It builds classroom-ready definitions of race and racism as social constructs tied to power, hierarchy, and White supremacy. The article argues that social studies classrooms offer suitable spaces for structured discussion, and outlines approaches for world history teachers to frame racism conversations from a world-scale perspective.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/framing-race-talkin-world-history-classrooms-a-case-study-of-the-haitian-revolution/602851/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/framing-race-talkin-world-history-classrooms-a-case-study-of-the-haitian-revolution/602851.png","ImageObject",300,407,{"name":92,"@type":93},"dabgoudw","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the article frame the Haitian Revolution in relation to race and racism?","Question",{"text":112,"@type":113},"It explains that racial ideology and identity played a salient role in how the Haitian Revolution evolved and how citizens responded, shaped by classifications of humanity and racism.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What definitions of race and racism are used for classroom discussions?",{"text":117,"@type":113},"Race is treated as a historical and social construct that categorizes people based on physical traits while linking to systems of power. Racism is described as policies, procedures, and actions that presume hierarchies between racial categories and sustain White supremacy through social contexts.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does the article consider social studies classrooms suitable for teaching about race and racism?",{"text":121,"@type":113},"It argues that social studies classrooms facilitate conversations because they focus on history, community, and culture, and they cut across disciplinary and thematic boundaries relevant to students’ social and cultural identities.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602851,1792210375,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747860484,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Framing Race Talkin World History Classrooms  \nA Case Study of the Haitian Revolution  \nLaGarrett King Ashley Woodson Tadashi Dozono  \nThe Journal of Educational Foundations Vol. 33, No. 1, 2, 3, & 4  \n2020, pp. 3-17  \nCopyright 2020 by Caddo Gap Press  \nIntroduction  \nRenowned Haitian Scholar, Michel-Rolph Trouillot, in his classic book, Silencing the Past (1995), surmised that the Haitian Revolution was an unthinkable history. His thesis centered on two firsthand accounts of French colonists, a few months before the major slave insurrection that began the revolution, who believed that enslaved Africans and their descendants on the island were tranquil and obedient, even going as far as to say,“a revolt among them is impossible”(Trouillot, 1995, p. 72) . Trouillot surmised that this belief system “was based not so much on empirical evidence as on an ontology, an implicit organization of the world and its inhabitants”(1995, p. 73) . The implicit organization and his reference to ontology denotes how race and racism classified humanity in Haiti and around the world. As the new world developed through colonialism and imperialism, ideas around race and humanity developed almost simultaneously.  \nThese racial ideas, aided by philosophers, some being French, began to classify humanity, which categorized those who were White, European,  \nLaGarrett King is the Isabella Wade Lyda and Paul Lyda Associate Professor of Education and Ashley Woodson is the William A. and Jean S. Stauffer Facuty Fellow in Education and an associate professor, both in the College of Education at the University of Missouri, Columbia, Missouri. Tadashi Dozono is an assistant professor in the School of Education at California State University, Channel Island, Camarillo, California. Their e-mail addresses  \nare: [kinglj@missouri.edu](kinglj@missouri.edu), [woodsona@missouri.edu](woodsona@missouri.edu), & [tadashi.dozono@csuci.edu](tadashi.dozono@csuci.edu)  \n􀀳  \nand male as“Human”while those native toAfrica or the Americas were the lowest form of humanity or as Charles Mills(1997) noted, subhumans. It was inconceivable to some French colonists in Saint Domingue (for the sake of simplicity, Haiti will be used hereafter) to envision subhumans fighting and winning freedom,“let alone formulate strategies for gaining and securing such freedom”(Trouillot, 1995, p.73) . It was racial ideology and identity that played a salient role in how the Haitian Revolution evolved and how all of its citizens responded.  \nDefining Race and Racism  \nRace, as a historical and social construct, is a concept that has categorized groups of people based on their physical characteristics, like skin color, to set in place systems of power (Fredrickson, 2002; Kendi, 2016; Omi & Winant, 2014) . Race is fluid and considers time and space where its ideas and definitions are in constant transformation (HaneyLopez, 2000; Kendi, 2016; Omi & Winant, 2014) . The construct of race speaks to the ways in which people are defined by their perceived skin color as well asthe systems of thought, control, and oppressions/privileges that are associated with that skin color. Our notion of race is one that is highly flexible and malleable to the needs and desiresofa white oriented world. Infact, the flexibility and malleability are enduring characteristics of race in modern times.  \nRacism refers to policies, procedures and individual actions that presuppose hierarchies between racial categories, or that treat a specific racial group as inferior. Racism, therefore, is not a simple act of individual prejudice; it is a systematic belief in maintaining White supremacy through various social contexts. Tatum’s (1997) definition of racism as “prejudice plus power”(p. 7) serves us well to understand how White people control the access to “social, cultural, and economic resources and decision-making, which leads to the institutionalization of racist policies and practices”(Tatum, 1997, pp. 7-8) . Race, therefore, is ","cbCailN5CGFYWf8Z","https://ap.wps.com/l/cbCailN5CGFYWf8Z","pdf",282444,25,"English","# Introduction\n# Defining Race and Racism","[{\"question\":\"How does the article frame the Haitian Revolution in relation to race and racism?\",\"answer\":\"It explains that racial ideology and identity played a salient role in how the Haitian Revolution evolved and how citizens responded, shaped by classifications of humanity and racism.\"},{\"question\":\"What definitions of race and racism are used for classroom discussions?\",\"answer\":\"Race is treated as a historical and social construct that categorizes people based on physical traits while linking to systems of power. Racism is described as policies, procedures, and actions that presume hierarchies between racial categories and sustain White supremacy through social contexts.\"},{\"question\":\"Why does the article consider social studies classrooms suitable for teaching about race and racism?\",\"answer\":\"It argues that social studies classrooms facilitate conversations because they focus on history, community, and culture, and they cut across disciplinary and thematic boundaries relevant to students’ social and cultural identities.\"}]","Framing Race Talkin World History Classrooms - A Case Study of the Haitian Revolution | PDF",1792095345,63]